Available online at: http://journal.uny.ac.id/index.php/jpe Jurnal Prima Edukasia, 8 (1), 2020, 96-105 https://doi.org/10.21831/jpe.v8i1.32898 This is an open access article under the CC–BY-SA license. Local wisdom-based teaching material for enhancing primary students’ scientific literacy skill Suryanti Suryanti 1 *, Neni Mariana 1 , Yoyok Yermiandhoko 1 , Wahono Widodo 2 1 Department of Elementary Teacher Education, Universitas Negeri Surabaya. Jalan Kampus Unesa Gedung O2 Lidah Wetan, Lakarsantri, Surabaya 60213, Indonesia 2 Department of Science Education, Universitas Negeri Surabaya Jalan Kampus Unesa Gedung C12 Ketintang, Gayungan, Surabaya 60231, Indonesia * Corresponding Author. E-mail: suryanti@unesa.ac.id Received: 1 July 2020; Revised: 2 July 2020; Accepted: 7 July 2020 Abstract The study aims to develop local wisdom-based teaching materials to improve elementary school students' scientific literacy skills, using a 4-D model: define, design, develop, and disseminate. The subjects of testing included 37 of fourth-grade students at SDN Gading 6 Surabaya. In addition, data were collected through validation sheets, tests of scientific literacy skills, and student questionnaires. The data analysis used descriptive statistics, N-gain, and different tests. The results showed that local wisdom-based teaching materials could be implemented as an alternative source of learning natural science in elementary schools, compliance with the criteria of (a) valid in terms of fulfilling the 98% validity assessment score with very valid criteria; (b) practical reviewed from the 3.64 scores with very good criteria; (c) effective with a 0.5 average N-gain, there are significant differences between the pretest and posttest scores,and 100% of positive responses. Keywords: teaching materials, local wisdom, scientific literacy How to Cite: Suryanti, S., Mariana, N., Yermiandhoko, Y., & Widodo, W. (2020). Local wisdom-based teaching material for enhancing primary students’ scientific literacy skill. Jurnal Prima Edukasia, 8(1), 96-105. doi:https://doi.org/10.21831/jpe.v8i1.32898 Introduction Progress and change in all aspects of life change the world quickly. This fact requires students to have a variety of skills that enable them to play an active role and contribute to life now and in the future (Jacobs, 2010; Wilmarth, 2010). The focus of skills needed to be able to survive in the 21st century is the ability to apply their knowledge in various fields of life, thinking skills, and knowledge to meet the future economic era (Windschitl, 2009). The focus of developing skills for the future of these students is one of the foundations of learning Curriculum 2013 (K13) in Indonesia today. In K13, learning in elementary schools is done thematically and appreciates local wisdom in learning activities (Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 81A Tahun 2013 tentang implementasi kurikulum, 2013). One of the me- thods to implement this mandate is to collaborate with local wisdom (ethnoscience) in learning activities, by utilizing community culture as an alternative source of learning. In line with this, Sarfiyo and Pannen (Yuliana, 2017), argued that local wisdom is a strategy for creating the environment and planning for learning that integrates culture as part of the learning process of science. In addition, the use of local wisdom is one approach that is suitable for use in education in Indonesia. That is because local wisdom contains knowledge in the form of language, morals, customs, culture, and technology that comes from communities that contain scientific knowledge (Sudarmin et al., 2014). Empirical evidence that states the importance of integrating local wisdom in learning activities such as research conducted by Okebukola (1986), which shows that students' cultural backgrounds have a greater effect on learning activities than the effects arising from the subject matter itself. Not only increases the results student learning, integration of local wisdom in science learning activities can also